Context of Lesson: This is a Lab day following several lessons including physical properties, chemical properties, types of changes, and will be used to apply what those lessons have been teaching. Students will be using a CSI style lab to explore how being able to differentiate between substances may be useful in real world situations as a problem solving tool. The lab is modeling a situation where several mysterious white powdery substances have been obtained from a fictitious crime scene (the murder of Mr.Doughboy). Explaining procedures and performing part A of this lab will take up of this 80 minute period and may end up going over into the next class period if students aren't finished. Part 2 will be completed during the next class period.
Opportunities to Learn:
Depth of Knowledge: Level 1,2,3.
Prerequisite Knowledge: Students will be applying their knowledge of differing physical and chemical properties to identify an unknown substance through several investigations comparing the characteristic properties of multiple unknown white powders.
Plans for Differentiating Instruction: This lesson will be differentiated by me walking around the room and offering more assistance to students who need more guidance than others.
Accommodations and modifications: All students will be provided with data tables to fill in on their lab packets, which will provide extra structural support for students. Students will also be working in lab groups which will be assigned to students based on who they work the most productively with.
Environmental factors: For this lesson there will need to be a clean floor space for walking around while doing the lab, and students will have to abide by normal lab safety procedures.
Samples of 6 white powders (A,B,C,D,E,F) in individual Ziplock Bags
A – (Baking Soda)
B – (flour)
C – (Corn Starch)
D – (Plaster of Paris)
E – (Table Sugar)
F – Table salt
Hand lens
Teaspoon
Black Construction Paper
Aluminum foil
Hot plates
Vinegar
Labels
Medicine Dropper
Distilled Water 1M sodium carbonate solution
7 test tubes and stoppers
Lugol's solution
Stirring Rod
Unknown samples in ziplock bags( you will give each group a different unknown substance)
Objectives:
Students will apply concepts about properties of matter and changes in matter to identify an unknown substance.
Students will differentiate between physical and chemical properties.
Students will compare properties of different substances to identify an unknown substance.
Instruction:
Opening:
A. To begin, students will be asked to share the lists that they were assigned for homework during the previous lesson. I will make a list on the board as students are giving their ideas so that everyone can see how practical it is for them to be learning about differentiating between substances.
B. After the list is constructed I will lead students into the lab by asking them: "How would scientists go about differentiating substances in some of these situations? " Specifically leading toward a crime scene investigation through further questioning.
-"What situations have you seen this happen in?"
-" If you haven't seen this happen in person, have you seen situations on TV where scientists are relied on to identify substances?"
Engagement:
A. Before I let students go and begin the lab, I will model how to use the hot plates, go over how to carefully handle chemicals and materials, and verbally go over the procedure with them. I will also read through the introduction paragraphs with the class, perhaps having students read aloud.
B. Students will be broken up into groups of 3or 4 students and will spend the remainder of the class period working on completing their lab.
Closure:
When there are about 8 minutes left, I will ask students to clean up their lab stations, and finish on what they are working on at the moment. I will also make clear to students that they should be finished the first experimental part of the lab and will be given the class tomorrow to work on part B and data/questions.
Assessment:
Students will be assessed informally during this class period on participation and will be later graded formally using the questions and calculations from their lab.
Lesson Plan
Lesson Title: CSI Lab
State Standards: GLEs/GSEs
PS1National Standards:
Context of Lesson: This is a Lab day following several lessons including physical properties, chemical properties, types of changes, and will be used to apply what those lessons have been teaching. Students will be using a CSI style lab to explore how being able to differentiate between substances may be useful in real world situations as a problem solving tool. The lab is modeling a situation where several mysterious white powdery substances have been obtained from a fictitious crime scene (the murder of Mr.Doughboy). Explaining procedures and performing part A of this lab will take up of this 80 minute period and may end up going over into the next class period if students aren't finished. Part 2 will be completed during the next class period.
Opportunities to Learn:
Plans for Differentiating Instruction: This lesson will be differentiated by me walking around the room and offering more assistance to students who need more guidance than others.
Accommodations and modifications: All students will be provided with data tables to fill in on their lab packets, which will provide extra structural support for students. Students will also be working in lab groups which will be assigned to students based on who they work the most productively with.
Environmental factors: For this lesson there will need to be a clean floor space for walking around while doing the lab, and students will have to abide by normal lab safety procedures.
Materials:
Samples of 6 white powders (A,B,C,D,E,F) in individual Ziplock Bags
Objectives:
Instruction:
Opening:
Closure:
Assessment:
Students will be assessed informally during this class period on participation and will be later graded formally using the questions and calculations from their lab.
Reflections
(only done after lesson is enacted)
Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:**